ELPS in the Content Areas Curriculum & Learning Department
Terri Watson ESL Instructional Specialist twatson@ems-isd.net
Guiding Questions 1. What is the goal of the TEKS? 2. What is the goal of the ELPS? 3. Do you integrate content and language standards in your instruction? How?
Teachers will learn effective strategies for creating language focused classrooms by participating in simulated activities.
Think/Pair/Share Question- What do you notice about ELLs in your classroom? Sentence stems A pattern I notice in my classroom is that ELLs… What I have discovered about ELLs in my classroom is…
Second Language Acquisition BICS vs. CALP BICS- Basic Interpersonal Communication Skills Time to develop is 2-3 years. CALP- Cognitive Academic Language Skills Time to develop is 5-7 years.
Social vs. Academic Language Academic Language Social Language Technical vocabulary Simpler language Often lecture – style Usually face-to-face, small communication or reading a number of people, informal textbook; little situational settings context Precise understanding is seldom Precise understanding and required description/explanation is Usually simpler, familiar topics required Get many clues from expressions, New and more difficult topics to gestures, social context understand, knowledge is often Many opportunities to clarify abstract; cognitively complex Fewer clues More difficult to clarify
What teachers need to Know about second language learning Cognitively Undemanding Developing survival vocabulary Engaging in telephone conversations Following demonstrated directions Reading and writing for personal purposes; notes, lists, sketches Context Embedded Context Reduced (Abstract) (Concrete) Understanding academic presentations Participating in hands-on science without visuals or demonstrations and mathematics activities Solving math word problems without Making maps. Models, charts and illustrations graphs Taking standardized tests Solving math computational problems Cognitively Demanding
Keys to Language Acquisition Comprehensible Input i+1 Ample Low Affective opportunities Filter for output
Discussion What are you already doing to provide ELLS with an environment where language acquisition can take place?
opportunity Let’s close the achievement gap.
What the Academic Research Says “…what students already know about the content is one of the strongest indicators of how well they will learn new information about the content.” Robert J. Marzano, Building Background Knowledge for Academic Achievement , p. 1.
Commissioner's Rules In the Commissioner’s Rules Chapter 89, it states that we are responsible for the cognitive , linguistic and affective needs of English Language Learners.
Cognitive Supports TEKS and ELPS in all content and enrichment courses Learning strategies Comprehensible Input Higher Order thinking Skills
Linguistic Supports Access to proficient English speaking students Opportunities to practice all language domains- listening, speaking, reading, and writing Materials that promote language development Adapted text or discourse
Affective Supports Anxiety-free learning situation Valued native language and culture Advocacy for rights Opportunities for success
Graffiti Write A group of 2-5 students receive a piece of poster paper with the key concepts in the center of the paper. Students divide the paper into the total number of students in the group. For 2-3 minutes, students write linguistic and nonlinguistic representations about what they know about the concept.
Five E.L.P.S. Strands Learning Strategies Writing Listening ELPS Reading Speaking Texas Education Agency 21
Prediction Cafe Prepare strips of paper with headings, quotations, or captions from a text that students will read. Display the title for all students to see. Explain that the goal of the activity is to make predictions and form a main idea or author’s purpose for the text. (Depends on grade level) Give each student a strip of paper and have them form pairs.
Prediction Cafe Have students read the strips of paper individually and make predictions . Have the second partner share his/her sentence strip in the same way, and then have the partners discuss what they think the main idea of the text will be. Have students find a different partner and repeat the process. Bring the class back together and lead a brief discussion about student predictions.
Prediction Café Sentence Stems ______ makes me think that… I believe _________ because I predict the main idea is… I think the author’s purpose is …
Title of Text “Black Blizzard”
Expert/Novice Novice Expert How do you…? The first step is… What is …? It is important to… I don’t understand why Let me clarify that for you… you…
Expert/Novice A gardener has 785 bricks to build a path in a garden. There will be 24 bricks in each row of the path. How many complete rows can the gardener make using 785 bricks? A 32 B 17 C 33 D 65
Q, Triple S, A Question : Ask the class a question Signal : Ask students to give you a response signal when they are ready to answer the question. Examples of response signals include: showing thumbs up, giving a nod, crossing arms Stem : Provide students with a Sentence Stem to use when answering a question. Share : Give students the opportunity to share their responses with other students, in pairs, triads, or groups Assess : Determine the quality of student discussions and the level of student understanding. Teachers can assess students by either randomly selecting students to share out loud or by having all students write a response.
Examples of Q, Triple S, and A Question Signal Stem Share Assess (Math) Raise hand when The most Share in groups Randomly call on What are some ready to respond important thing of three. students. important things to remember to remember when factoring when factoring equations is… equations because… (Social Studies) Thinker’s chin I support/ Numbered Numbered oppose Sam Heads Together Heads Together Do you support Houston’s continued Sam Houston’s position position on because… secession? Why? (Language Arts) Put your pen Evidence that Share answers Have students Is Stanley a hero? down when your shows Stanley with several write their response is is/is not a hero partners perspectives in written. includes… response journals
Academic Conversations THINK, WRITE, PAIR, SHARE READ, WRITE, PAIR, SHARE
W.I.T. Elaboration Stems W hy do you think…? I s there another…? T ell me more about…
The Frayer Model (Frayer, Frederick, & Klausmeirer, 1969) Definition Characteristics word Examples Non-Examples
The Frayer Model (Frayer, Frederick, & Klausmeirer, 1969) Definition Characteristics • total angles = 360 ° • four straight sides a shape that • the sides don’t have to • four corners has four sides be parallel or congruent, but they can be quadrilateral Examples Non-Examples
The Frayer Model (Frayer, Frederick, & Klausmeirer, 1969) Definition Characteristics • glassy • clear colored a solid made of atoms in an ordered • brightly colored pattern • evenly shaped • patterned crystal Examples Non-Examples • metals • coal • snowflakes • pepper • salt • lava • sugar • obsidian
The Frayer Model Essential Characteristics Nonessential Characteristics word Examples Non-Examples
The Frayer Model Definition Characteristics • contains water • likely contains fresh water • has a shore • may be used for recreation • surrounded by land except • may be habitat for wildlife • may be expanded by part at areas where it meets another body of water of a river • larger than a pond ? lake Examples Non-Examples • ____ Ontario • Mississippi River • Loch Ness • Pacific Ocean • Grapevine ____ • pond • Eagle Mountain ____ • puddle • swimming pool
The Frayer Model Definition Characteristics • contains water • has a shore ? • surrounded by land except at areas where it meets another body of water • larger than a pond lake Examples Non-Examples • Lake Ontario • Mississippi River • Loch Ness • Pacific Ocean • Lake Travis • pond • Eagle Mountain Lake • puddle • swimming pool
Word Box Definition Real World Use • exchanging money The same measure, • amounts in recipes quantity, amount, or • fractions, decimals number as another equal lake Illustration Related Words • same, similar or Example • congruent • equivalent = • equality • equilibrium
Verbal & Visual Word Association (Readence, Bean, & Baldwin, 2001) Vocabulary Term Visual Representation word picture, drawing, model Definition Personal Association or Characteristic definition/explanation visual representation
Recommend
More recommend
